1 Introduction

Despite being recent, the Pedagogical Residency Program has had its roots in public policies since 2007, in Senate Bill No. 227/2007 (BRAZIL, 2007). According to ^{Faria and Diniz-Pereira (2019}), the term “educational residency” was found for the first time in Brazilian policies, so this bill sought to implement mandatory practical training for all undergraduates. This idea was based on the principles of medical residency, the newly graduated professional spends a period of intense training in a work environment supervised by a tutor/preceptor doctor.

Despite being based on medical residency, the Program is abruptly different in the choice of its target audience, as its implementation is directed towards training and not as a Postgraduate program. On this context, the PRP would be intended for undergraduate students with 50% or more of the course completed, that is, the last two years in most graduation courses, joining with internships and encouraging practice and professional insertion. Therefore, the Capes grants scholarships to university undergraduates, preceptors teachers and university professors-advisors, promoting financial incentives for all involved ones and valuing the professional in the school, placing him/her as a co-trainer.

According to ^{Faria and Diniz-Pereira (2019}), one of the biggest differences between the PRP and other means of integrating undergraduates into the workplace is the interaction promoted between them and the preceptor teacher. This process takes the licentiate deeper into the teaching role, discovering and performing implicit and bureaucratic functions linked to their profession. These assignments are not always addressed in graduation courses and even in internships.

The last optimized updates to the Program were carried out in CAPES Notice nº 1/2020, with some changes in relation to a structuring of the Program and maintaining some aspects and especially the quantity and intentionality of the objectives. Among the changes, the largest of them refers to the total and the division of the hours allocated to the Program by the undergraduates, being 414 hours, divided into three modules of 138 hours each. Each module is categorized into 86 hours of team preparation, 12 hours of lesson plan, and 40 hours of tutoring.

Another highlight in the PRP is a requirement to work together with the BNCC (BRASIL, 2018). It presents several contradictions, because scholars such as ^{Neira (2018}), ^{Michetti (2020}) among others, point out limitations in the normative document. Guedes (2018) argues that the PRP together with the BNCC presents setbacks in relation to previous public policies, mainly linked to the instrumentalization of content, the lack of specificity for the different Brazilian realities and overvaluation of competences together with skills.

In this sense, it can be concluded that despite efforts and advances there are still gaps and limitations in this Program, therefore, scientifically based evaluations and reformulations are necessary to promote the improvement of public policies related to education. However, one of the main objectives of the PRP is to encourage professional practice in initial training. According to ^{Pimenta (2012}), practice in training is of paramount importance and should be the central axis of programs along with theory, considering that the two are, or at least should be, inseparable to form a capable professional. This union aims to professional praxis, that is, having its practice based both on theory and on professional experience itself.

The experience inside the school is essential during initial training, as stated by ^{Tardif (2014}), the construction of teaching knowledge cannot be limited only to conceptual aspects. The future teacher must have direct contact with its work environment to develop experience and understand how to use them during their formative process. In this sense, the professional has specific knowledge in its area that provides legitimacy to its profession and justify its attitudes during the class (^{TARDIF, 2014}).

Knowledge, for ^{Gauthier et al. (2013}), is stored in a kind of reservoirs. During their daily lives, they use this knowledge to make decisions. It also argues that teaching is a constant decision-making process where the correct decision is not always taken.

Including this appreciation of teaching and professional practice from the initial training process is an important investment to the future of the profession and the professional, as it is part of a long-term process of structuring teaching as a profession (^{PERRENOUD, 2002}). ^{Nóvoa (2019}) points to a vicious cycle between formation and profession, where the lack of quality at some point directly affects the other.

In this sense, quality initial training where theory and practice go side by side and the undergraduate student is inserted in the reality of its future work, could help to avoid what ^{Freire (2021}) calls “banking education”. In the same work, the author argues that the content must be permeated with criticality so that true education can really occur, not only for the job market, but also for life in society. It is also noteworthy that the school is a privileged locus for initial training, as it allows the student to be in contact with the reality of its future work and allows the construction and use of practical knowledge and theoretical knowledge being carried out (^{SOUZA NETO; CYRINO; BORGES, 2019}).

However, the PRP, as well as all face-to-face school actions, is facing difficulties in fulfilling its objectives, forcing everyone involved to reinvent themselves and do the same with their routines. ^{Gatti (2020}) despite the extremely negative character promoted by the pandemic, the innovations forced by it can represent advances in basic education and initial training, valuing technology and making the importance of teachers to society even more evident.

^{Santos and Oliveira (2021}), state that basic education suffered from the lack of organization, regulation and direction at the beginning of the Covid-19 pandemic, and in many cases teachers were forced to make autonomous decisions so as not to lose contact with students and further increase the complications arising from this period.

Despite this not very encouraging context for the educational area, ^{Nóvoa and Alvim (2020}) defend teachers as pillars for any future educational scenario, as long as teachers promote a common public space for the creation of new school environments.

In short, it is noteworthy that several renowned authors present professional practice as a means to improve initial training, but theory must be linked, as the unity between both is essential for this process (^{GAUTHIER et al., 2013}; ^{IMBERNÓN, 2002}; ^{NÓVOA, 2019}; ^{PERRENOUD, 2002}; ^{PIMENTA, 2012}; ^{TARDIF, 2014}; TARDIF; LESSARD, 2014). In this sense, increasing the practice within the initial training in qualitative and quantitative terms is essential for the evolution and valorization of teaching and the PRP becomes an extremely favorable environment for such a process. In addition to all the chronic challenges for practice within the graduation courses pointed out by ^{Aroeira and Pimenta (2018}), the year 2020 brought a complex challenge: the Covid-19 pandemic.

Thus, the present study was carried out in the PRP of the Degree in Physical Education at a public university in the state of São Paulo. The course has received the Program since its first public notice in 2018, with the same Advisor Professor since then. Who currently serves two schools. Each school has a Preceptor Teacher and the residents are divided into teams of eight scholarship fellows and one volunteer for each school. Residents form pairs or trios to carry out the activities and accompany the preceptor. There is a weekly general meeting, for reports, reflections, theoretical deepening, sharing of experiences, lesson planning and other training actions.

In this context, the objective of this study is to analyze the contributions of the first module of the PRP 2021 (M1) to the professional training of residents, in addition to describe the advances and setbacks in relation to the changes of the new public notice (2020-2022), considering the effects of the Covid-19 pandemic. According to ^{Gatti (2020}) the pandemic context directly influenced the training of teachers, especially in relation to the practices and the insertion of the licentiate in the school.

Despite the adverse conditions caused by the pandemic (^{GATTI, 2020}), the work of the PRP continued in an adapted and remote way, aiming to reduce the damage due to the lack of approximation with the actual practice. Contact between residents, preceptors and school was limited to what could be done through online services such as “Google Meet” and “Google Drive”. The partnership between teachers and undergraduates to overcome the barriers that the preceptors themselves faced with remote teaching stands out. Residents were able to contribute significantly by introducing new lesson plans and even software and application possibilities.

Therefore, understanding the work that the PRP carried out to continue to develop teaching practice, even during isolation and remote classes, becomes necessary to assess the quality of training for the first module of the year 2021.

2 Methodology

The present study has characteristics of a qualitative nature. For ^{Creswell (2014}) qualitative studies seek to describe and analyze facts, phenomena or human social problems with the focus of understanding the meaning that is conveyed implicitly or explicitly. This meaning must be interpreted and re-signified, preferably, using a base bibliography already scientifically proven for support and foundation.

In this sense, as a data collection technique, a questionnaire was used at first, sent to all residents. There were eight questions with discursive characteristics and aimed at understanding the participant's point of view in relation to the contributions of the PRP to its professional training. For ^{Marconi and Lakatos (2021}), this instrument is presented as a series of questions, allows anonymity and freedom of response and, in most cases, promotes more direct answers.

In the second moment, a documental research was used, having the Residents' portfolios as a primary source, previously removing names and identifications and replacing this information with random numbers, thus guaranteeing anonymity. This technique, according to ^{Oliveira (2007}) is characterized by directly analyzing a document, without resorting to secondary sources. ^{Minayo and Deslandes (2008}), understand that this process is intended to understand the reality that the document is representing, however it is open to the researcher's interpretation. According to ^{Torres et al. (2008}), this material has enormous pedagogical potential due to the notes and the possibility of reflection on it. Subsequently, the portfolios were made available in a shared folder for analysis.

As a method of investigating the data obtained, content analysis was used. For ^{Franco (2018}), the starting point is the message, whether verbal or not, and from there, generate data that are relevant when compared with other sources. Thus, based on these data generate inferences for interpretation. To facilitate understanding and explanation, data should be grouped into categories defined by the author.

From this, 2 categories were generated: PRP analysis; Influence of PRP on professional practice and training during the pandemic. This way, the highlights in the documents were removed, and analyzed from theoretical references linked to the educational area and Physical Education.

All the 16 portfolios were made available for the research, one for each resident. In the portfolio, a specific item was destined for the questionnaire used in this research. Of these, a total of 9 undergraduates answered the questionnaire until the time of data collection for this study. The data in the document refer to the M1 of the PRP, consisting of a workload of 132 hours, carried out in the period between 10/01/2020 and 03/31/2021.

3 Results and discussion

Nine portfolios that responded to the questionnaire were listed. That said, the questionnaire analysis refers only to portfolios with due return, however, the portfolio analysis was performed on all documents obtained.

The answers were grouped into 2 categories: Analysis of the PRP (questions 1, 3, 4, 8), with the aim of understanding the residents' thoughts about the PRP, whether positive points, limitations and suggestions for improvement; Influence of PRP in practice and training during the pandemic (questions 2, 5, 6, 7), aiming to understand how the PRP contributes to professional training, promoting practice, contact with experienced teachers and socialization of this knowledge. In this sense, this classification allows us to have a description of the resident's thoughts about its training, even with the limitations imposed by the Covid-19 pandemic. However, it is noted that the pandemic had a strong influence on both categories, as it is evident that this scenario has changed the lives of millions of people worldwide.

In the first category, the graduating student expresses its impressions about the Program and how in its experience and perspective this path can be improved, pointing out its positive and negative aspects. In the category “Influence of the PRP on professional practice and training”, the focus of the questions refers to the training process for professional practice, which presents itself as a central theme of the PRP and in the current scenario strongly influenced by the pandemic.

The excerpts taken from the answers obtained within the questionnaires were transcribed and underwent corrections to adapt to the norms of the Portuguese language when necessary. Names of residents and preceptors have been changed to ensure proper anonymity.

4 Final thoughts

From what was found in the discussion topic, it can be said that the work of the PRP during the first module was significant for the participating undergraduates both in terms of practical training with established limits, as well as theoretical. The use of technologies favors facing the new reality and the challenges that are linked to it. Through electronic devices, it was possible to hold meetings, exchange experiences, plan classes and next steps of the PRP and participate in classes remotely.

The focus of the PRP is the cooperation between the school and the university, between the active teacher and the future teacher, and this process was strongly affected by Covid-19. In this context, it is noted the absence of face-to-face contact and the losses that residents suffered during this period. This scenario of new routines and social isolation promoted, despite all efforts, a distance between residents and preceptors that was felt by most of the graduates who participated in the study. This gap will have to be repaired in the next modules of the Program, as it becomes necessary to better adapt to the new daily life and technologies available for this purpose.

However, even with social isolation and communication difficulties between preceptors and residents, the results were remarkable when this collaboration took place in a more intensified way. The experience of the teachers in the current pandemic, such as the difficulties of promoting online classes, working with students without internet access and adapting to the new bureaucracies imposed by remote work, were shared with the licentiates. Residents were often involved in solving these challenges. This made it possible to understand the completely heterogeneous scenario found in basic education and in different realities found in school. It is understood, then, the professional exercise of teaching in establishing plans and actions to promote quality education.

This process of working together with the preceptor was essential for the training of the residents, so that they could get direct contact with reality and understand the new routines that will be inserted at the end of the course of Physical Education.

All the challenges and solutions worked by the residents during this period were of paramount importance for their training, mainly in aspects related to their autonomy and construction of professional knowledge. In this sense, it is reiterated that the PRP reduced the distance between theory and practice even in the pandemic period, despite not having reached its full potential with the face-to-face activities. This return to schools is seen as fundamental for the evolution of the Program and of the residents themselves.

New research involving the PRP and the pandemic are necessary to understand this educational period and improve actions in basic education, considering the different realities found in the national territory, specificities and contributions to initial teacher training.